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You searched for subject:(Teaching Learning Method). Showing records 1 – 30 of 103 total matches.

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Universidade do Rio Grande do Sul

1. Nunes, Felipe Becker. Um método de ensino pautado na aprendizagem integrada aos mundos virtuais e princípios do mastery learning.

Degree: 2017, Universidade do Rio Grande do Sul

 A concepção de novas alternativas educacionais pautadas no uso de recursos tecnológicos, tem acarretado o aumento do número de pesquisas em diferentes domínios de ensino.… (more)

Subjects/Keywords: Virtual worlds; Ensino-aprendizagem; Tecnologia educacional; Mastery learning; Learning trajectories; Method; Teaching; Learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nunes, F. B. (2017). Um método de ensino pautado na aprendizagem integrada aos mundos virtuais e princípios do mastery learning. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/172169

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nunes, Felipe Becker. “Um método de ensino pautado na aprendizagem integrada aos mundos virtuais e princípios do mastery learning.” 2017. Thesis, Universidade do Rio Grande do Sul. Accessed September 24, 2019. http://hdl.handle.net/10183/172169.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nunes, Felipe Becker. “Um método de ensino pautado na aprendizagem integrada aos mundos virtuais e princípios do mastery learning.” 2017. Web. 24 Sep 2019.

Vancouver:

Nunes FB. Um método de ensino pautado na aprendizagem integrada aos mundos virtuais e princípios do mastery learning. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2017. [cited 2019 Sep 24]. Available from: http://hdl.handle.net/10183/172169.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nunes FB. Um método de ensino pautado na aprendizagem integrada aos mundos virtuais e princípios do mastery learning. [Thesis]. Universidade do Rio Grande do Sul; 2017. Available from: http://hdl.handle.net/10183/172169

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

2. Faleye, Sunday. The effect of introducing animated computer instructional aid in the learning of fluid mechanics .

Degree: 2011, University of South Africa

 This study was carried out to investigate the effect of introducing animated computer instructional aid (ACIA) in the learning of fluid mechanics. It was also… (more)

Subjects/Keywords: Engineering education; Undergraduate; Fluid mechanics; Teaching approach; Learning method; Mechanical engineering; Mixed method design; CCAIML learning approach; Instructional aid; Learning theories

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APA (6th Edition):

Faleye, S. (2011). The effect of introducing animated computer instructional aid in the learning of fluid mechanics . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/4742

Chicago Manual of Style (16th Edition):

Faleye, Sunday. “The effect of introducing animated computer instructional aid in the learning of fluid mechanics .” 2011. Doctoral Dissertation, University of South Africa. Accessed September 24, 2019. http://hdl.handle.net/10500/4742.

MLA Handbook (7th Edition):

Faleye, Sunday. “The effect of introducing animated computer instructional aid in the learning of fluid mechanics .” 2011. Web. 24 Sep 2019.

Vancouver:

Faleye S. The effect of introducing animated computer instructional aid in the learning of fluid mechanics . [Internet] [Doctoral dissertation]. University of South Africa; 2011. [cited 2019 Sep 24]. Available from: http://hdl.handle.net/10500/4742.

Council of Science Editors:

Faleye S. The effect of introducing animated computer instructional aid in the learning of fluid mechanics . [Doctoral Dissertation]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/4742

3. Soares, Mara Alves. Aplicação do método de ensino Problem Based Learning (PBL) no curso de Ciências Contábeis: um estudo empírico.

Degree: Mestrado, Controladoria e Contabilidade, 2008, University of São Paulo

Mudanças têm ocorrido no perfil do estudante egresso contabilista, requerendo destes conhecimentos específicos das técnicas contábeis, e ainda desenvolvimento de competências múltiplas e visão holística… (more)

Subjects/Keywords: Accounting; Contabilidade; Método de Ensino / Aprendizagem; PBL; PBL; Teaching-Learning Method

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APA (6th Edition):

Soares, M. A. (2008). Aplicação do método de ensino Problem Based Learning (PBL) no curso de Ciências Contábeis: um estudo empírico. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/96/96133/tde-19052008-134942/ ;

Chicago Manual of Style (16th Edition):

Soares, Mara Alves. “Aplicação do método de ensino Problem Based Learning (PBL) no curso de Ciências Contábeis: um estudo empírico.” 2008. Masters Thesis, University of São Paulo. Accessed September 24, 2019. http://www.teses.usp.br/teses/disponiveis/96/96133/tde-19052008-134942/ ;.

MLA Handbook (7th Edition):

Soares, Mara Alves. “Aplicação do método de ensino Problem Based Learning (PBL) no curso de Ciências Contábeis: um estudo empírico.” 2008. Web. 24 Sep 2019.

Vancouver:

Soares MA. Aplicação do método de ensino Problem Based Learning (PBL) no curso de Ciências Contábeis: um estudo empírico. [Internet] [Masters thesis]. University of São Paulo; 2008. [cited 2019 Sep 24]. Available from: http://www.teses.usp.br/teses/disponiveis/96/96133/tde-19052008-134942/ ;.

Council of Science Editors:

Soares MA. Aplicação do método de ensino Problem Based Learning (PBL) no curso de Ciências Contábeis: um estudo empírico. [Masters Thesis]. University of São Paulo; 2008. Available from: http://www.teses.usp.br/teses/disponiveis/96/96133/tde-19052008-134942/ ;


University of Wisconsin – Oshkosh

4. Fisher, Lowrie. AN EXAMINATION OF PROJECT BASED LEARNING IN RELATIONSHIP TO STUDENT SELF-CONCEPT.

Degree: MS, Education Special Education, 2010, University of Wisconsin – Oshkosh

A Thesis Submitted In Partia] Fulfillment of the Requirements For the Degree of Master of Science in Education Special Education

A small U.S. school district… (more)

Subjects/Keywords: Educational technology; Project method in teaching; Self-perception; Learning strategies

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APA (6th Edition):

Fisher, L. (2010). AN EXAMINATION OF PROJECT BASED LEARNING IN RELATIONSHIP TO STUDENT SELF-CONCEPT. (Masters Thesis). University of Wisconsin – Oshkosh. Retrieved from http://digital.library.wisc.edu/1793/47142

Chicago Manual of Style (16th Edition):

Fisher, Lowrie. “AN EXAMINATION OF PROJECT BASED LEARNING IN RELATIONSHIP TO STUDENT SELF-CONCEPT.” 2010. Masters Thesis, University of Wisconsin – Oshkosh. Accessed September 24, 2019. http://digital.library.wisc.edu/1793/47142.

MLA Handbook (7th Edition):

Fisher, Lowrie. “AN EXAMINATION OF PROJECT BASED LEARNING IN RELATIONSHIP TO STUDENT SELF-CONCEPT.” 2010. Web. 24 Sep 2019.

Vancouver:

Fisher L. AN EXAMINATION OF PROJECT BASED LEARNING IN RELATIONSHIP TO STUDENT SELF-CONCEPT. [Internet] [Masters thesis]. University of Wisconsin – Oshkosh; 2010. [cited 2019 Sep 24]. Available from: http://digital.library.wisc.edu/1793/47142.

Council of Science Editors:

Fisher L. AN EXAMINATION OF PROJECT BASED LEARNING IN RELATIONSHIP TO STUDENT SELF-CONCEPT. [Masters Thesis]. University of Wisconsin – Oshkosh; 2010. Available from: http://digital.library.wisc.edu/1793/47142

5. Raimundo, Neuza Sofia Saramago. Prática de ensino supervisionada realizado na Escola Secundária André de Gouveia, em Évora, em Ensino do Português no 3ºCiclo do Ensino Básico e Ensino Secundário e de Espanhol nos Ensinos Básico e Secundário.

Degree: 2012, Universidade de Évora

 O presente relatório, referente à Prática de Ensino Supervisionada na área de especialização do Mestrado em Ensino do Português no 3ºCiclo do Ensino Básico e… (more)

Subjects/Keywords: Competências; Ensino-aprendizagem; Método; Estratégia; Skills; Learning process; Teaching method; Strategy

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APA (6th Edition):

Raimundo, N. S. S. (2012). Prática de ensino supervisionada realizado na Escola Secundária André de Gouveia, em Évora, em Ensino do Português no 3ºCiclo do Ensino Básico e Ensino Secundário e de Espanhol nos Ensinos Básico e Secundário. (Thesis). Universidade de Évora. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14026

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Raimundo, Neuza Sofia Saramago. “Prática de ensino supervisionada realizado na Escola Secundária André de Gouveia, em Évora, em Ensino do Português no 3ºCiclo do Ensino Básico e Ensino Secundário e de Espanhol nos Ensinos Básico e Secundário.” 2012. Thesis, Universidade de Évora. Accessed September 24, 2019. http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14026.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Raimundo, Neuza Sofia Saramago. “Prática de ensino supervisionada realizado na Escola Secundária André de Gouveia, em Évora, em Ensino do Português no 3ºCiclo do Ensino Básico e Ensino Secundário e de Espanhol nos Ensinos Básico e Secundário.” 2012. Web. 24 Sep 2019.

Vancouver:

Raimundo NSS. Prática de ensino supervisionada realizado na Escola Secundária André de Gouveia, em Évora, em Ensino do Português no 3ºCiclo do Ensino Básico e Ensino Secundário e de Espanhol nos Ensinos Básico e Secundário. [Internet] [Thesis]. Universidade de Évora; 2012. [cited 2019 Sep 24]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14026.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Raimundo NSS. Prática de ensino supervisionada realizado na Escola Secundária André de Gouveia, em Évora, em Ensino do Português no 3ºCiclo do Ensino Básico e Ensino Secundário e de Espanhol nos Ensinos Básico e Secundário. [Thesis]. Universidade de Évora; 2012. Available from: http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14026

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Loughborough University

6. Wakefield, Kelly. Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography.

Degree: PhD, 2013, Loughborough University

 Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography are networks of academic geographers that facilitate a common interest in exchanging knowledge about… (more)

Subjects/Keywords: 910.71; Higher Education; Academic networking; Learning and teaching; Geography; Mixed-method

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wakefield, K. (2013). Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography. (Doctoral Dissertation). Loughborough University. Retrieved from https://dspace.lboro.ac.uk/2134/11849 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570209

Chicago Manual of Style (16th Edition):

Wakefield, Kelly. “Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography.” 2013. Doctoral Dissertation, Loughborough University. Accessed September 24, 2019. https://dspace.lboro.ac.uk/2134/11849 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570209.

MLA Handbook (7th Edition):

Wakefield, Kelly. “Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography.” 2013. Web. 24 Sep 2019.

Vancouver:

Wakefield K. Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography. [Internet] [Doctoral dissertation]. Loughborough University; 2013. [cited 2019 Sep 24]. Available from: https://dspace.lboro.ac.uk/2134/11849 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570209.

Council of Science Editors:

Wakefield K. Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography. [Doctoral Dissertation]. Loughborough University; 2013. Available from: https://dspace.lboro.ac.uk/2134/11849 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570209


University of South Florida

7. AbuZayyad-Nuseibeh, Heba. Faculty Perceptions Towards the Transitioning Process from Face-to-Face to Online Instruction.

Degree: 2017, University of South Florida

 The purpose of this study was to investigate faculty perceptions towards the transitioning process from face-to-face to online instruction. This study investigated the overall perceptions… (more)

Subjects/Keywords: online instruction; teaching method; e-Learning; faculty role; Adult and Continuing Education and Teaching

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APA (6th Edition):

AbuZayyad-Nuseibeh, H. (2017). Faculty Perceptions Towards the Transitioning Process from Face-to-Face to Online Instruction. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6791

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

AbuZayyad-Nuseibeh, Heba. “Faculty Perceptions Towards the Transitioning Process from Face-to-Face to Online Instruction.” 2017. Thesis, University of South Florida. Accessed September 24, 2019. https://scholarcommons.usf.edu/etd/6791.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

AbuZayyad-Nuseibeh, Heba. “Faculty Perceptions Towards the Transitioning Process from Face-to-Face to Online Instruction.” 2017. Web. 24 Sep 2019.

Vancouver:

AbuZayyad-Nuseibeh H. Faculty Perceptions Towards the Transitioning Process from Face-to-Face to Online Instruction. [Internet] [Thesis]. University of South Florida; 2017. [cited 2019 Sep 24]. Available from: https://scholarcommons.usf.edu/etd/6791.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

AbuZayyad-Nuseibeh H. Faculty Perceptions Towards the Transitioning Process from Face-to-Face to Online Instruction. [Thesis]. University of South Florida; 2017. Available from: https://scholarcommons.usf.edu/etd/6791

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Columbia University

8. Ban, Sun Young. The Influence of Teaching Instruction and Learning Styles on Mathematics Anxiety in the Developmental Mathematics Classroom.

Degree: 2019, Columbia University

 In the US, an estimated 25% of four-year college students and up to 80% of community college students suffer from a moderate to high degree… (more)

Subjects/Keywords: Mathematics – Study and teaching; Math anxiety; Inquiry-based learning; Lecture method in teaching

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APA (6th Edition):

Ban, S. Y. (2019). The Influence of Teaching Instruction and Learning Styles on Mathematics Anxiety in the Developmental Mathematics Classroom. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-gwy2-b609

Chicago Manual of Style (16th Edition):

Ban, Sun Young. “The Influence of Teaching Instruction and Learning Styles on Mathematics Anxiety in the Developmental Mathematics Classroom.” 2019. Doctoral Dissertation, Columbia University. Accessed September 24, 2019. https://doi.org/10.7916/d8-gwy2-b609.

MLA Handbook (7th Edition):

Ban, Sun Young. “The Influence of Teaching Instruction and Learning Styles on Mathematics Anxiety in the Developmental Mathematics Classroom.” 2019. Web. 24 Sep 2019.

Vancouver:

Ban SY. The Influence of Teaching Instruction and Learning Styles on Mathematics Anxiety in the Developmental Mathematics Classroom. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2019 Sep 24]. Available from: https://doi.org/10.7916/d8-gwy2-b609.

Council of Science Editors:

Ban SY. The Influence of Teaching Instruction and Learning Styles on Mathematics Anxiety in the Developmental Mathematics Classroom. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-gwy2-b609

9. Pavlovic, Linda. Reflekterande eller reproducerande matematik : en jämförande studie mellan två undervisningsmetoder i matematik, det laborativa och det traditionella.

Degree: Lärarutbildningen, 2011, Södertörn University College

  In each classroom there is a teacher with good intentions wanting what´s best for their pupils. But grades and tests in mathematics from 2009… (more)

Subjects/Keywords: Interaction; learning; learning styles; problem solving; teaching method; Interaktion; lärande; lärstilar; problemlösning; undervisningsmetod

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APA (6th Edition):

Pavlovic, L. (2011). Reflekterande eller reproducerande matematik : en jämförande studie mellan två undervisningsmetoder i matematik, det laborativa och det traditionella. (Thesis). Södertörn University College. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-11217

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pavlovic, Linda. “Reflekterande eller reproducerande matematik : en jämförande studie mellan två undervisningsmetoder i matematik, det laborativa och det traditionella.” 2011. Thesis, Södertörn University College. Accessed September 24, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-11217.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pavlovic, Linda. “Reflekterande eller reproducerande matematik : en jämförande studie mellan två undervisningsmetoder i matematik, det laborativa och det traditionella.” 2011. Web. 24 Sep 2019.

Vancouver:

Pavlovic L. Reflekterande eller reproducerande matematik : en jämförande studie mellan två undervisningsmetoder i matematik, det laborativa och det traditionella. [Internet] [Thesis]. Södertörn University College; 2011. [cited 2019 Sep 24]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-11217.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pavlovic L. Reflekterande eller reproducerande matematik : en jämförande studie mellan två undervisningsmetoder i matematik, det laborativa och det traditionella. [Thesis]. Södertörn University College; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-11217

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Tampere University

10. Basiran. Use of blended learning in teaching Islamic history: the case of the 8th grade of Sukma Bangsa School in Aceh .

Degree: 2017, Tampere University

 This thesis is intended to introduce blended learning methods in Sukma Bangsa School, Aceh. The purpose of this study is to demonstrate the effectiveness of… (more)

Subjects/Keywords: blended learning; face-to-face; e-learning; teaching method; Islamic history; Sukma Bangsa School

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Basiran. (2017). Use of blended learning in teaching Islamic history: the case of the 8th grade of Sukma Bangsa School in Aceh . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/101677

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Basiran. “Use of blended learning in teaching Islamic history: the case of the 8th grade of Sukma Bangsa School in Aceh .” 2017. Masters Thesis, Tampere University. Accessed September 24, 2019. https://trepo.tuni.fi/handle/10024/101677.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Basiran. “Use of blended learning in teaching Islamic history: the case of the 8th grade of Sukma Bangsa School in Aceh .” 2017. Web. 24 Sep 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Basiran. Use of blended learning in teaching Islamic history: the case of the 8th grade of Sukma Bangsa School in Aceh . [Internet] [Masters thesis]. Tampere University; 2017. [cited 2019 Sep 24]. Available from: https://trepo.tuni.fi/handle/10024/101677.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Basiran. Use of blended learning in teaching Islamic history: the case of the 8th grade of Sukma Bangsa School in Aceh . [Masters Thesis]. Tampere University; 2017. Available from: https://trepo.tuni.fi/handle/10024/101677

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Université Catholique de Louvain

11. Kinet, Audrey. The impact of grammar teaching methods on EFL pupils’ achievement and motivation: traditional vs. technology enhanced.

Degree: 2018, Université Catholique de Louvain

Ce mémoire veut démontrer l’éventuel impact des méthodes d’enseignement sur la motivation et les résultats des élèves d’anglais langue étrangère. Il a pour but de… (more)

Subjects/Keywords: technology; teaching method; traditional; technology-enhanced; learning grammar; motivation; achievement; EFL pupils; apps; attitude

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kinet, A. (2018). The impact of grammar teaching methods on EFL pupils’ achievement and motivation: traditional vs. technology enhanced. (Thesis). Université Catholique de Louvain. Retrieved from http://hdl.handle.net/2078.1/thesis:14171

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kinet, Audrey. “The impact of grammar teaching methods on EFL pupils’ achievement and motivation: traditional vs. technology enhanced.” 2018. Thesis, Université Catholique de Louvain. Accessed September 24, 2019. http://hdl.handle.net/2078.1/thesis:14171.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kinet, Audrey. “The impact of grammar teaching methods on EFL pupils’ achievement and motivation: traditional vs. technology enhanced.” 2018. Web. 24 Sep 2019.

Vancouver:

Kinet A. The impact of grammar teaching methods on EFL pupils’ achievement and motivation: traditional vs. technology enhanced. [Internet] [Thesis]. Université Catholique de Louvain; 2018. [cited 2019 Sep 24]. Available from: http://hdl.handle.net/2078.1/thesis:14171.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kinet A. The impact of grammar teaching methods on EFL pupils’ achievement and motivation: traditional vs. technology enhanced. [Thesis]. Université Catholique de Louvain; 2018. Available from: http://hdl.handle.net/2078.1/thesis:14171

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


The Ohio State University

12. Titterington, Lynda Carol. Case studies in pathophysiology: a study of an online interactive learning environment to develop higher order thinking and argumentation.

Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2007, The Ohio State University

 This study presents a framework for examining the effects of higher order thinking on the achievement of allied health students enrolled in a pathophysiology course.… (more)

Subjects/Keywords: critical thinking; case method teaching; pathophysiology; distance education; Web-based learning; assessment

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APA (6th Edition):

Titterington, L. C. (2007). Case studies in pathophysiology: a study of an online interactive learning environment to develop higher order thinking and argumentation. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1196183110

Chicago Manual of Style (16th Edition):

Titterington, Lynda Carol. “Case studies in pathophysiology: a study of an online interactive learning environment to develop higher order thinking and argumentation.” 2007. Doctoral Dissertation, The Ohio State University. Accessed September 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1196183110.

MLA Handbook (7th Edition):

Titterington, Lynda Carol. “Case studies in pathophysiology: a study of an online interactive learning environment to develop higher order thinking and argumentation.” 2007. Web. 24 Sep 2019.

Vancouver:

Titterington LC. Case studies in pathophysiology: a study of an online interactive learning environment to develop higher order thinking and argumentation. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2019 Sep 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1196183110.

Council of Science Editors:

Titterington LC. Case studies in pathophysiology: a study of an online interactive learning environment to develop higher order thinking and argumentation. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1196183110


Montana State University

13. Calore, Daniel Carr. The effect of project-based learning on student engagement and attitude in the science classroom.

Degree: College of Letters & Science, 2018, Montana State University

 Part of a science education is developing an understanding of ways to increase student engagement in the science classroom. The twenty-first century science classroom involves… (more)

Subjects/Keywords: Science.; High school students.; Project method in teaching.; Students Attitudes.; Student-centered learning.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Calore, D. C. (2018). The effect of project-based learning on student engagement and attitude in the science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14715

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Calore, Daniel Carr. “The effect of project-based learning on student engagement and attitude in the science classroom.” 2018. Thesis, Montana State University. Accessed September 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14715.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Calore, Daniel Carr. “The effect of project-based learning on student engagement and attitude in the science classroom.” 2018. Web. 24 Sep 2019.

Vancouver:

Calore DC. The effect of project-based learning on student engagement and attitude in the science classroom. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Sep 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14715.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Calore DC. The effect of project-based learning on student engagement and attitude in the science classroom. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14715

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

14. Pike, Clinton. When curiosity drives scientific discovery.

Degree: College of Letters & Science, 2018, Montana State University

 Through establishing a learning environment that encourages curiosity and enables student discovery through the learning process, students developed their own research and lab investigations. Observational… (more)

Subjects/Keywords: Science Experiments.; Fifth grade (Education).; Education, Elementary.; Inquiry-based learning.; Project method in teaching.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pike, C. (2018). When curiosity drives scientific discovery. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14800

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pike, Clinton. “When curiosity drives scientific discovery.” 2018. Thesis, Montana State University. Accessed September 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14800.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pike, Clinton. “When curiosity drives scientific discovery.” 2018. Web. 24 Sep 2019.

Vancouver:

Pike C. When curiosity drives scientific discovery. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Sep 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14800.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pike C. When curiosity drives scientific discovery. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14800

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of New Mexico

15. Abercrombie, Sara. Examining the Influence of Seductive Details in Case-Based Instruction on Pre-Service Teachers' Learning and Learning Perceptions.

Degree: Individual, Family, and Community Education, 2011, University of New Mexico

 The case-based instructional method uses fictionalized or actual narratives as instructional tools to support learning, decision-making, and improved transfer to practical settings. Educational theorists and… (more)

Subjects/Keywords: Teachers – Training of; Case method – Study and teaching; Case-based reasoning; Problem-based learning

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APA (6th Edition):

Abercrombie, S. (2011). Examining the Influence of Seductive Details in Case-Based Instruction on Pre-Service Teachers' Learning and Learning Perceptions. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/13116

Chicago Manual of Style (16th Edition):

Abercrombie, Sara. “Examining the Influence of Seductive Details in Case-Based Instruction on Pre-Service Teachers' Learning and Learning Perceptions.” 2011. Doctoral Dissertation, University of New Mexico. Accessed September 24, 2019. http://hdl.handle.net/1928/13116.

MLA Handbook (7th Edition):

Abercrombie, Sara. “Examining the Influence of Seductive Details in Case-Based Instruction on Pre-Service Teachers' Learning and Learning Perceptions.” 2011. Web. 24 Sep 2019.

Vancouver:

Abercrombie S. Examining the Influence of Seductive Details in Case-Based Instruction on Pre-Service Teachers' Learning and Learning Perceptions. [Internet] [Doctoral dissertation]. University of New Mexico; 2011. [cited 2019 Sep 24]. Available from: http://hdl.handle.net/1928/13116.

Council of Science Editors:

Abercrombie S. Examining the Influence of Seductive Details in Case-Based Instruction on Pre-Service Teachers' Learning and Learning Perceptions. [Doctoral Dissertation]. University of New Mexico; 2011. Available from: http://hdl.handle.net/1928/13116


University of New Orleans

16. Nelson, Timothy Kirk. Case-Based Learning (CBL) in Selected Physical Therapy Curricula and Its Perceived Effectiveness by Students, Faculty, and Administrators.

Degree: PhD, Curriculum and Instruction, 2010, University of New Orleans

 Case-based learning (CBL) is commonly used in physical therapy curricula even though not much evidence exists as to the effectiveness of this instructional tool in… (more)

Subjects/Keywords: Case-based Learning; Case Method; Case-based Teaching; Physical Therapy Education; Curriculum Evaluation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nelson, T. K. (2010). Case-Based Learning (CBL) in Selected Physical Therapy Curricula and Its Perceived Effectiveness by Students, Faculty, and Administrators. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1160

Chicago Manual of Style (16th Edition):

Nelson, Timothy Kirk. “Case-Based Learning (CBL) in Selected Physical Therapy Curricula and Its Perceived Effectiveness by Students, Faculty, and Administrators.” 2010. Doctoral Dissertation, University of New Orleans. Accessed September 24, 2019. https://scholarworks.uno.edu/td/1160.

MLA Handbook (7th Edition):

Nelson, Timothy Kirk. “Case-Based Learning (CBL) in Selected Physical Therapy Curricula and Its Perceived Effectiveness by Students, Faculty, and Administrators.” 2010. Web. 24 Sep 2019.

Vancouver:

Nelson TK. Case-Based Learning (CBL) in Selected Physical Therapy Curricula and Its Perceived Effectiveness by Students, Faculty, and Administrators. [Internet] [Doctoral dissertation]. University of New Orleans; 2010. [cited 2019 Sep 24]. Available from: https://scholarworks.uno.edu/td/1160.

Council of Science Editors:

Nelson TK. Case-Based Learning (CBL) in Selected Physical Therapy Curricula and Its Perceived Effectiveness by Students, Faculty, and Administrators. [Doctoral Dissertation]. University of New Orleans; 2010. Available from: https://scholarworks.uno.edu/td/1160


University of the Western Cape

17. Mkonto, Patricia Nosisana. The development and evaluation of a learning styles assessment tool for the South African higher education context .

Degree: 2010, University of the Western Cape

 A literature study focusing on teaching and learning in higher education in South Africa was conducted. Theories relevant to adult learning were also examined. These… (more)

Subjects/Keywords: Learning styles; Learning styles assessment models; Learning styles assessment instruments; Higher education; South African higher education context; Learning theories; Adult learner; Adult learning theories; Teaching styles; Mixed method approach

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mkonto, P. N. (2010). The development and evaluation of a learning styles assessment tool for the South African higher education context . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/2563

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mkonto, Patricia Nosisana. “The development and evaluation of a learning styles assessment tool for the South African higher education context .” 2010. Thesis, University of the Western Cape. Accessed September 24, 2019. http://hdl.handle.net/11394/2563.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mkonto, Patricia Nosisana. “The development and evaluation of a learning styles assessment tool for the South African higher education context .” 2010. Web. 24 Sep 2019.

Vancouver:

Mkonto PN. The development and evaluation of a learning styles assessment tool for the South African higher education context . [Internet] [Thesis]. University of the Western Cape; 2010. [cited 2019 Sep 24]. Available from: http://hdl.handle.net/11394/2563.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mkonto PN. The development and evaluation of a learning styles assessment tool for the South African higher education context . [Thesis]. University of the Western Cape; 2010. Available from: http://hdl.handle.net/11394/2563

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Victoria

18. Maheux, Jean-Francois. How do we know?: an epistemological journey in the day-to-day, moment-to-moment of researching, teaching and learning in mathematics education.

Degree: Dept. of Curriculum and Instruction, 2010, University of Victoria

 In this dissertation, I offer an epistemological journey in the day-to-day, moment-to-moment of mathematics education. Drawing on enaction and cultural historical activity theory, I examine… (more)

Subjects/Keywords: mathematics; education; research; teaching; learning; epistemology; theory; method; UVic Subject Index::Humanities and Social Sciences::Education::Mathematics – Study and teaching

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APA (6th Edition):

Maheux, J. (2010). How do we know?: an epistemological journey in the day-to-day, moment-to-moment of researching, teaching and learning in mathematics education. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/2938

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Maheux, Jean-Francois. “How do we know?: an epistemological journey in the day-to-day, moment-to-moment of researching, teaching and learning in mathematics education.” 2010. Thesis, University of Victoria. Accessed September 24, 2019. http://hdl.handle.net/1828/2938.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Maheux, Jean-Francois. “How do we know?: an epistemological journey in the day-to-day, moment-to-moment of researching, teaching and learning in mathematics education.” 2010. Web. 24 Sep 2019.

Vancouver:

Maheux J. How do we know?: an epistemological journey in the day-to-day, moment-to-moment of researching, teaching and learning in mathematics education. [Internet] [Thesis]. University of Victoria; 2010. [cited 2019 Sep 24]. Available from: http://hdl.handle.net/1828/2938.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Maheux J. How do we know?: an epistemological journey in the day-to-day, moment-to-moment of researching, teaching and learning in mathematics education. [Thesis]. University of Victoria; 2010. Available from: http://hdl.handle.net/1828/2938

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

19. Watson, Cindy Gay. Beliefs of Mathematics Pre-service Teachers About Project-based Learning.

Degree: 2014, University of North Texas

 This study explored the beliefs of pre-service secondary mathematics teachers about project-based learning (PBL), as they encountered a project-based learning high school where they implemented… (more)

Subjects/Keywords: beliefs; project-based learning; pre-service teachers; Project method in teaching.; Student teachers.; Mathematics teachers.; Mathematics  – Study and teaching (Secondary)

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APA (6th Edition):

Watson, C. G. (2014). Beliefs of Mathematics Pre-service Teachers About Project-based Learning. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699970/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Watson, Cindy Gay. “Beliefs of Mathematics Pre-service Teachers About Project-based Learning.” 2014. Thesis, University of North Texas. Accessed September 24, 2019. https://digital.library.unt.edu/ark:/67531/metadc699970/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Watson, Cindy Gay. “Beliefs of Mathematics Pre-service Teachers About Project-based Learning.” 2014. Web. 24 Sep 2019.

Vancouver:

Watson CG. Beliefs of Mathematics Pre-service Teachers About Project-based Learning. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Sep 24]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699970/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Watson CG. Beliefs of Mathematics Pre-service Teachers About Project-based Learning. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699970/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Lethbridge

20. Gust, Linda. Building capability : impact of low and high-fidelity manikins on neonatal resuscitation simulation .

Degree: 2010, University of Lethbridge

 Purpose: Does manikin fidelity affect learning outcomes in neonatal resuscitation simulation? Description: This experimental design accessed and randomly assigned health care professionals (HCP) (N=60), who… (more)

Subjects/Keywords: Simulated environment (Teaching method); Medicine  – Study and teaching  – Simulation methods; Resusciation  – Study and teaching  – Simulation methods; Nursing  – Study and teaching; Experiential learning; Dissertations, Academic

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APA (6th Edition):

Gust, L. (2010). Building capability : impact of low and high-fidelity manikins on neonatal resuscitation simulation . (Thesis). University of Lethbridge. Retrieved from http://hdl.handle.net/10133/1288

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gust, Linda. “Building capability : impact of low and high-fidelity manikins on neonatal resuscitation simulation .” 2010. Thesis, University of Lethbridge. Accessed September 24, 2019. http://hdl.handle.net/10133/1288.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gust, Linda. “Building capability : impact of low and high-fidelity manikins on neonatal resuscitation simulation .” 2010. Web. 24 Sep 2019.

Vancouver:

Gust L. Building capability : impact of low and high-fidelity manikins on neonatal resuscitation simulation . [Internet] [Thesis]. University of Lethbridge; 2010. [cited 2019 Sep 24]. Available from: http://hdl.handle.net/10133/1288.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gust L. Building capability : impact of low and high-fidelity manikins on neonatal resuscitation simulation . [Thesis]. University of Lethbridge; 2010. Available from: http://hdl.handle.net/10133/1288

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

21. Kilian, Heidi. A study of the influence of particular teaching methods in conservation education on knowledge retention and attitude change .

Degree: 2011, University of South Africa

 This study focuses on the influence of particular teaching strategies that can be used in Environmental Education (EE) and examines how specific methods influence knowledge… (more)

Subjects/Keywords: Teaching strategies; Knowledge retention; Attitude change; Marine environment; Environmental education; Teaching methods; Attitude change; Learning; Cooperative learning; Lecture-style method; Prepost tests

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kilian, H. (2011). A study of the influence of particular teaching methods in conservation education on knowledge retention and attitude change . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/5797

Chicago Manual of Style (16th Edition):

Kilian, Heidi. “A study of the influence of particular teaching methods in conservation education on knowledge retention and attitude change .” 2011. Doctoral Dissertation, University of South Africa. Accessed September 24, 2019. http://hdl.handle.net/10500/5797.

MLA Handbook (7th Edition):

Kilian, Heidi. “A study of the influence of particular teaching methods in conservation education on knowledge retention and attitude change .” 2011. Web. 24 Sep 2019.

Vancouver:

Kilian H. A study of the influence of particular teaching methods in conservation education on knowledge retention and attitude change . [Internet] [Doctoral dissertation]. University of South Africa; 2011. [cited 2019 Sep 24]. Available from: http://hdl.handle.net/10500/5797.

Council of Science Editors:

Kilian H. A study of the influence of particular teaching methods in conservation education on knowledge retention and attitude change . [Doctoral Dissertation]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/5797


University of South Africa

22. Amponsah, Samuel. The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal .

Degree: 2014, University of South Africa

 The paradigm shift in teaching from the teacher-centred approach to the learner-centred approach in recent years has impacted on the way teachers go about their… (more)

Subjects/Keywords: Student Teams Achievement Division (STAD); Cooperative learning; Learner-centredness; Teaching method; Teaching strategy; First additional language; Inclusive education; Curriculum; National Curriculum Statement (NCS); Curriculum Assessment Policy Statements (CAPS); Learning outcomes

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APA (6th Edition):

Amponsah, S. (2014). The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/18335

Chicago Manual of Style (16th Edition):

Amponsah, Samuel. “The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal .” 2014. Doctoral Dissertation, University of South Africa. Accessed September 24, 2019. http://hdl.handle.net/10500/18335.

MLA Handbook (7th Edition):

Amponsah, Samuel. “The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal .” 2014. Web. 24 Sep 2019.

Vancouver:

Amponsah S. The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal . [Internet] [Doctoral dissertation]. University of South Africa; 2014. [cited 2019 Sep 24]. Available from: http://hdl.handle.net/10500/18335.

Council of Science Editors:

Amponsah S. The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal . [Doctoral Dissertation]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/18335


Leiden University

23. Lindenburg, Sjoerd. To Translate or not to Translate: The Value of Re-introducing Translation Exercises in the Secondary School Curriculum for Second Language Acquisition.

Degree: 2017, Leiden University

 This thesis investigates the ongoing debate about the role of translation in second language learning. In the past, scholars and teachers alike assumed that translation… (more)

Subjects/Keywords: Translation; Translation Theory; Second Language Learning; Task-Based Teaching Method; Task-Based Translation Exercises; Grammatical Aspect; Secondary School; Communication

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APA (6th Edition):

Lindenburg, S. (2017). To Translate or not to Translate: The Value of Re-introducing Translation Exercises in the Secondary School Curriculum for Second Language Acquisition. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/45157

Chicago Manual of Style (16th Edition):

Lindenburg, Sjoerd. “To Translate or not to Translate: The Value of Re-introducing Translation Exercises in the Secondary School Curriculum for Second Language Acquisition.” 2017. Masters Thesis, Leiden University. Accessed September 24, 2019. http://hdl.handle.net/1887/45157.

MLA Handbook (7th Edition):

Lindenburg, Sjoerd. “To Translate or not to Translate: The Value of Re-introducing Translation Exercises in the Secondary School Curriculum for Second Language Acquisition.” 2017. Web. 24 Sep 2019.

Vancouver:

Lindenburg S. To Translate or not to Translate: The Value of Re-introducing Translation Exercises in the Secondary School Curriculum for Second Language Acquisition. [Internet] [Masters thesis]. Leiden University; 2017. [cited 2019 Sep 24]. Available from: http://hdl.handle.net/1887/45157.

Council of Science Editors:

Lindenburg S. To Translate or not to Translate: The Value of Re-introducing Translation Exercises in the Secondary School Curriculum for Second Language Acquisition. [Masters Thesis]. Leiden University; 2017. Available from: http://hdl.handle.net/1887/45157


The Ohio State University

24. Caley, Paul Cochran. An experimental analysis of the differential effects of lecture-discussion and laboratory activity on the more complete understanding of technological concepts learned in written learning materials.

Degree: PhD, Graduate School, 1969, The Ohio State University

Subjects/Keywords: Education; Learning; Lecture method in teaching; Laboratories

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Caley, P. C. (1969). An experimental analysis of the differential effects of lecture-discussion and laboratory activity on the more complete understanding of technological concepts learned in written learning materials. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486651333551205

Chicago Manual of Style (16th Edition):

Caley, Paul Cochran. “An experimental analysis of the differential effects of lecture-discussion and laboratory activity on the more complete understanding of technological concepts learned in written learning materials.” 1969. Doctoral Dissertation, The Ohio State University. Accessed September 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486651333551205.

MLA Handbook (7th Edition):

Caley, Paul Cochran. “An experimental analysis of the differential effects of lecture-discussion and laboratory activity on the more complete understanding of technological concepts learned in written learning materials.” 1969. Web. 24 Sep 2019.

Vancouver:

Caley PC. An experimental analysis of the differential effects of lecture-discussion and laboratory activity on the more complete understanding of technological concepts learned in written learning materials. [Internet] [Doctoral dissertation]. The Ohio State University; 1969. [cited 2019 Sep 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486651333551205.

Council of Science Editors:

Caley PC. An experimental analysis of the differential effects of lecture-discussion and laboratory activity on the more complete understanding of technological concepts learned in written learning materials. [Doctoral Dissertation]. The Ohio State University; 1969. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486651333551205


Universidade Federal de Mato Grosso do Sul

25. Yamazaki, Regiani Magalhães de Oliveira. Construção do Conceito de Gene por meio de jogos pedagógicos .

Degree: 2010, Universidade Federal de Mato Grosso do Sul

 Esta pesquisa objetivou verificar o potencial de jogos pedagógicos como auxiliadores no processo de construção do conceito de gene, entre alunos de Ensino Médio. Os… (more)

Subjects/Keywords: Didática; Material Didático; Jogos Educativos; Ensino e Aprendizagem; Genes; Educational Games; Didactic Material; Didactic Method; Teaching and Learning

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APA (6th Edition):

Yamazaki, R. M. d. O. (2010). Construção do Conceito de Gene por meio de jogos pedagógicos . (Thesis). Universidade Federal de Mato Grosso do Sul. Retrieved from http://repositorio.cbc.ufms.br:8080/jspui/handle/123456789/1322

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Yamazaki, Regiani Magalhães de Oliveira. “Construção do Conceito de Gene por meio de jogos pedagógicos .” 2010. Thesis, Universidade Federal de Mato Grosso do Sul. Accessed September 24, 2019. http://repositorio.cbc.ufms.br:8080/jspui/handle/123456789/1322.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Yamazaki, Regiani Magalhães de Oliveira. “Construção do Conceito de Gene por meio de jogos pedagógicos .” 2010. Web. 24 Sep 2019.

Vancouver:

Yamazaki RMdO. Construção do Conceito de Gene por meio de jogos pedagógicos . [Internet] [Thesis]. Universidade Federal de Mato Grosso do Sul; 2010. [cited 2019 Sep 24]. Available from: http://repositorio.cbc.ufms.br:8080/jspui/handle/123456789/1322.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yamazaki RMdO. Construção do Conceito de Gene por meio de jogos pedagógicos . [Thesis]. Universidade Federal de Mato Grosso do Sul; 2010. Available from: http://repositorio.cbc.ufms.br:8080/jspui/handle/123456789/1322

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Rosana Maura Gentil. Aprendizagem baseada em problemas: saúde e educação numa tessitura interdisciplinar.

Degree: 2009, UNIVERSIDADE CIDADE DE SÃO PAULO

Assumi como objetivo de pesquisa ampliar o horizonte de compreensão da Aprendizagem Baseada em Problemas (ABP). A investigação teve como contexto a área médica, privilegiando… (more)

Subjects/Keywords: EDUCACAO; Aprendizagem baseada em problemas; Educação médica; Método de ensino; Problem-based learning; Education, medical; Teaching method

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APA (6th Edition):

Gentil, R. M. (2009). Aprendizagem baseada em problemas: saúde e educação numa tessitura interdisciplinar. (Thesis). UNIVERSIDADE CIDADE DE SÃO PAULO. Retrieved from http://bdtd.unicid.br/tde_busca/arquivo.php?codArquivo=126

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gentil, Rosana Maura. “Aprendizagem baseada em problemas: saúde e educação numa tessitura interdisciplinar.” 2009. Thesis, UNIVERSIDADE CIDADE DE SÃO PAULO. Accessed September 24, 2019. http://bdtd.unicid.br/tde_busca/arquivo.php?codArquivo=126.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gentil, Rosana Maura. “Aprendizagem baseada em problemas: saúde e educação numa tessitura interdisciplinar.” 2009. Web. 24 Sep 2019.

Vancouver:

Gentil RM. Aprendizagem baseada em problemas: saúde e educação numa tessitura interdisciplinar. [Internet] [Thesis]. UNIVERSIDADE CIDADE DE SÃO PAULO; 2009. [cited 2019 Sep 24]. Available from: http://bdtd.unicid.br/tde_busca/arquivo.php?codArquivo=126.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gentil RM. Aprendizagem baseada em problemas: saúde e educação numa tessitura interdisciplinar. [Thesis]. UNIVERSIDADE CIDADE DE SÃO PAULO; 2009. Available from: http://bdtd.unicid.br/tde_busca/arquivo.php?codArquivo=126

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Arizona

27. Carazo Santaliz, Carlos Medardo. THE EFFECTIVENESS OF TWO TEACHING STRATEGIES FOR THE ACQUISITION OF SCIENTIFIC CONCEPTS IN HIGH SCHOOL STUDENTS .

Degree: 1977, University of Arizona

Subjects/Keywords: Learning, Psychology of.; Lecture method in teaching.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Carazo Santaliz, C. M. (1977). THE EFFECTIVENESS OF TWO TEACHING STRATEGIES FOR THE ACQUISITION OF SCIENTIFIC CONCEPTS IN HIGH SCHOOL STUDENTS . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/289668

Chicago Manual of Style (16th Edition):

Carazo Santaliz, Carlos Medardo. “THE EFFECTIVENESS OF TWO TEACHING STRATEGIES FOR THE ACQUISITION OF SCIENTIFIC CONCEPTS IN HIGH SCHOOL STUDENTS .” 1977. Doctoral Dissertation, University of Arizona. Accessed September 24, 2019. http://hdl.handle.net/10150/289668.

MLA Handbook (7th Edition):

Carazo Santaliz, Carlos Medardo. “THE EFFECTIVENESS OF TWO TEACHING STRATEGIES FOR THE ACQUISITION OF SCIENTIFIC CONCEPTS IN HIGH SCHOOL STUDENTS .” 1977. Web. 24 Sep 2019.

Vancouver:

Carazo Santaliz CM. THE EFFECTIVENESS OF TWO TEACHING STRATEGIES FOR THE ACQUISITION OF SCIENTIFIC CONCEPTS IN HIGH SCHOOL STUDENTS . [Internet] [Doctoral dissertation]. University of Arizona; 1977. [cited 2019 Sep 24]. Available from: http://hdl.handle.net/10150/289668.

Council of Science Editors:

Carazo Santaliz CM. THE EFFECTIVENESS OF TWO TEACHING STRATEGIES FOR THE ACQUISITION OF SCIENTIFIC CONCEPTS IN HIGH SCHOOL STUDENTS . [Doctoral Dissertation]. University of Arizona; 1977. Available from: http://hdl.handle.net/10150/289668


University of Arizona

28. Yu, Howard Kwong-Ho. ENCODING AND RETRIEVAL OF INFORMATION FROM LECTURE .

Degree: 1981, University of Arizona

 Recent studies of instruction have been concerned with the cognitive processes of learners as they interact with instructional material. Researchers pursuing this line of research… (more)

Subjects/Keywords: Learning, Psychology of.; Comprehension.; Lecture method in teaching.

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APA (6th Edition):

Yu, H. K. (1981). ENCODING AND RETRIEVAL OF INFORMATION FROM LECTURE . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/282066

Chicago Manual of Style (16th Edition):

Yu, Howard Kwong-Ho. “ENCODING AND RETRIEVAL OF INFORMATION FROM LECTURE .” 1981. Doctoral Dissertation, University of Arizona. Accessed September 24, 2019. http://hdl.handle.net/10150/282066.

MLA Handbook (7th Edition):

Yu, Howard Kwong-Ho. “ENCODING AND RETRIEVAL OF INFORMATION FROM LECTURE .” 1981. Web. 24 Sep 2019.

Vancouver:

Yu HK. ENCODING AND RETRIEVAL OF INFORMATION FROM LECTURE . [Internet] [Doctoral dissertation]. University of Arizona; 1981. [cited 2019 Sep 24]. Available from: http://hdl.handle.net/10150/282066.

Council of Science Editors:

Yu HK. ENCODING AND RETRIEVAL OF INFORMATION FROM LECTURE . [Doctoral Dissertation]. University of Arizona; 1981. Available from: http://hdl.handle.net/10150/282066


University of Connecticut

29. Zhu, Xinran. Facilitating Effective Online Discourse: Investigating Factors Influencing Students’ Cognitive Presence in Online Learning.

Degree: MA, Educational Psychology, 2018, University of Connecticut

  The purpose of this study was to examine the relationship among social presence, cognitive presence and teaching presence in online learning within a Community… (more)

Subjects/Keywords: Online Learning; Social Presence; Teaching Presence; Cognitive Presence; Online Technology Self-efficacy; Situational Interest; Mixed Method

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Zhu, X. (2018). Facilitating Effective Online Discourse: Investigating Factors Influencing Students’ Cognitive Presence in Online Learning. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/1277

Chicago Manual of Style (16th Edition):

Zhu, Xinran. “Facilitating Effective Online Discourse: Investigating Factors Influencing Students’ Cognitive Presence in Online Learning.” 2018. Masters Thesis, University of Connecticut. Accessed September 24, 2019. https://opencommons.uconn.edu/gs_theses/1277.

MLA Handbook (7th Edition):

Zhu, Xinran. “Facilitating Effective Online Discourse: Investigating Factors Influencing Students’ Cognitive Presence in Online Learning.” 2018. Web. 24 Sep 2019.

Vancouver:

Zhu X. Facilitating Effective Online Discourse: Investigating Factors Influencing Students’ Cognitive Presence in Online Learning. [Internet] [Masters thesis]. University of Connecticut; 2018. [cited 2019 Sep 24]. Available from: https://opencommons.uconn.edu/gs_theses/1277.

Council of Science Editors:

Zhu X. Facilitating Effective Online Discourse: Investigating Factors Influencing Students’ Cognitive Presence in Online Learning. [Masters Thesis]. University of Connecticut; 2018. Available from: https://opencommons.uconn.edu/gs_theses/1277


University of Illinois – Urbana-Champaign

30. Young, Miho O. Collaborative reasoning in Japan: English learners' discussions and experiences.

Degree: PhD, 1144, 2011, University of Illinois – Urbana-Champaign

 A study involving an assistant professor and seven students at a Japanese university investigated feasibility, impact, and dynamics of Collaborative Reasoning (CR), a new instructional… (more)

Subjects/Keywords: Japan; English teaching; Language learning; English education; Collaborative reasoning; Open-format discussion; Instructional method; English as a Foreign Language (EFL)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Young, M. O. (2011). Collaborative reasoning in Japan: English learners' discussions and experiences. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/18500

Chicago Manual of Style (16th Edition):

Young, Miho O. “Collaborative reasoning in Japan: English learners' discussions and experiences.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 24, 2019. http://hdl.handle.net/2142/18500.

MLA Handbook (7th Edition):

Young, Miho O. “Collaborative reasoning in Japan: English learners' discussions and experiences.” 2011. Web. 24 Sep 2019.

Vancouver:

Young MO. Collaborative reasoning in Japan: English learners' discussions and experiences. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Sep 24]. Available from: http://hdl.handle.net/2142/18500.

Council of Science Editors:

Young MO. Collaborative reasoning in Japan: English learners' discussions and experiences. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/18500

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